Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)

Thesis (M.A. (Human Rights))--Mahidol University, 2007. / LICL has E-Thesis 0025 ; please contact computer services.

Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)

The goal of the thesis is to specify the position of homeschooling in the Czech Republic and to discuss its effectiveness in the fulfilment of the common educational aims. For this reason, the theoretical part is firstly dealing with the common educational aims, and their official formulation in the Czech Republic. The thesis then continues to focus on homeschooling and its capabilities in fulfilling these aims, in which these areas are crucial: the family as an environment where learning takes place, current legislation, individualization, socialisation, and the change from home-schooling to regular schooling. The afore mentioned area is discussed in more detail in the research part of the thesis, where we find the statements of the graduates of homeschooling which were gained through a questionnaire. As a whole the thesis offers an unconventional point of view on education and provides specific tips for parents, pupils and teachers. KEYWORDS homeschooling, school, family, individualization, socialisation, educational aim, change

Education is examined within the context of religious beliefs and values found in The Church of Jesus Christ of Latter-day Saints (Mormons). Education is defined as the process of becoming like God. An investigation is conducted into the stewardship and responsibility parents have for the education of their children. This responsibility is determined to be a sacred stewardship that cannot simply be delegated to others in society. All education is shown to be religious in nature. Conflicts between the beliefs and values of different members of society are found to be at the heart of many of the difficulties in education. The secularization of Western civilization and education is described. The history of public schooling in America is examined, and the current status of the public school system is analyzed. On the basis of this analysis, parents are urged to be more vigilant in attending to the responsibilities of educating their children. Several suggestions are made for how parents can become more responsible for the education of their children, and one of these options, home schooling, is explored in some depth. Two Latter-day Saint home-schooling families are examined using qualitative research methods. Their philosophy of education is considered at length and described in detail. The methods they employ in the education of their children are investigated and described. A detailed account of a week in the life of each family is also included. The study closes with an examination of what it means for parents to pass a goodly heritage on to their children. Passing on a rich heritage is found to consist in seeking the Spirit of the Lord, following the counsel of Church leaders, and keeping the commandments of God.

The aim of this study is to visualize examined physical education teachers' IT skills and implementation of IT in homeschooling during the pandemic. The studies ambition is also to visualize if the physical education teachers' IT skills were good enough to conduct the teaching according to the school's curriculum. The survey wants to highlight the reality that physical education teachers experienced during these periods of distance education. The methods are a mixed methods based on an interpretivist approach, which means it stands between the hard data of positivism and the interpretations and understanding of hermeneutics in text. The essay is based on an already existing theoretical framework which the collected empirical evidence is presented against. The empirics were collected through online survey in Facebook groups and through emails to PE teachers. The total number of intermediaries is 50 PE teachers. The theoretical framework is based on the frame factor theory, developed by Dahllöf & Lundgren (2014) The results of the study show that the physical education teachers largely had sufficient IT knowledge to conduct homeschooling. IT support from the school was available to most of the teachers and if they had problems, it was mostly with group division, internet connection, screen sharing and the audio. Most teachers had to change their lesson planning and several parts of the curriculum suffered, mostly movement and friluftsliv. The teaching was more theoretically based with focus on health and lifestyle. If movement was taught, it was mostly dance and individualized training based on strength and conditioning. This type of teaching often took place through platforms such as Youtube and Runkeeper. The conclusion is that many teachers without ICT education have completed homeschooling on their own through their own ability. The teaching has suffered from the pandemic and teachers consider that they lost assessment data and student contact.

MATĚJKOVÁ, Jana. Homeschooling and adaptation of homeschooled children to school. Praha, 2014. Diploma Thesis. Charles University in Prague, Faculty of Education, Department of Special Education. The thesis is focused on homeschooling in the Czech Republic (considering the situation abroad). In detail, it deals with its position in the Czech education system based on legislation, as well as with its particular implementation. The aim of the research is to explore experience of Czech teachers with homeschooled children after their inclusion to school, emphasizing the possible benefit of homeschooled children as the source of inclusive environment in regular school. The data was collected through the method of non-standardized semi-structured interviews. These were created according to ten children describing own experience with adaptation to school after being homeschooled (received during the pilot study) and according to Booth and Ainscow's Ukazatel inkluze (Rytmus o. s., 2007). The research includes forty-one Czech teachers who experienced working with children homeschooled for at least two years. Besides other things, the survey shows that nearly three quarters of the participating teachers observed differences in these children, as opposed to the rest of the class, and more than a half noticed...

This thesis's aim is to unite the worldschooling information available, show different educational models in various countries where it would be the easiest to execute for Czech families, suggest an advancement and an example of such education. Further on detect its benefits and weaknesses. The main contribution of the thesis lays in the comparison of the obvious benefits such as unworldliness, overview, or extensive progression in the field of language or geography as well as the negatives of such upbringing such as uprooting, instability or social isolation. Later on the latent advantages and disadvantages shall arise from the research part which will be focused on interviews with families already practising worldschooling. To meet the goals, specialized literature will be used, prevailingly a foreign one, most of all however using naratives. KEY WORDS socialization, worldschooling, language skills, travel, pedocentrism, alternative education, unschooling, Illich, homeschooling

The thesis deals with homeschooling. Theoretical part defines the basic concepts of homeschooling and describes the development of a child from six to eleven years of age. There is also analysis of history, development and legislation of homeschooling. The last part describes the practice of homeschooling from the perspective of the family and the institutions. Practical part of the thesis is focused on the search for common characteristics of families and children in homeschooling. This section is based on information obtained through interviews with parents and teachers. Analysis results are reported in the interview evaluation of hypotheses.

[pt] objetivo da tese é identificar e analisar os motivos, os argumentos e as estratégias jurídicas utilizadas pelas famílias para legitimarem a adoção do homeschooling no Brasil. A investigação, ao utilizar o método da pesquisa bibliográfica, localizou onze trabalhos acadêmicos empíricos, elaborados por dez pesquisadores, entre os anos de 2012 a 2022. Por meio da interpretação do texto dos documentos selecionados, a tese identificou cinco categorias de motivos e argumentos para a adesão das famílias brasileiras a este método de ensino: ideológicas; socialização; bem-estar; pedagógico; valores religiosos e morais. A Lei, sexta categoria, é entendida como uma estratégia para a legalização, pelo Poder Judiciário ou pelo Poder Legislativo, para o exercício da educação domiciliar. Para a construção do texto, para além da introdução e da conclusão, capítulos um e nove, respectivamente, foram edificados outros sete. O capítulo dois apresenta as bases filosóficas das teorias políticas adotadas para o exame do objeto da tese, a partir da tipologia apresentada por Will Kymlicka, e engloba o liberalismo e sua vertente igualitária, o libertarismo, o conservadorismo e o comunitarismo. No capítulo três, tem-se um panorama do direito à educação no país, sua prestação enquanto serviço público, a organização nacional e a competência legislativa dos Entes Federados. O tópico quarto é dedicado a uma conceituação e distinção necessárias entre homeschooling, unschooling e deschooling. A quinta seção apresenta o histórico da educação domiciliar no Brasil, do século XIX até sua atual configuração. Com fundamento nos trabalhos empíricos, elabora o perfil socioeconômico dos usuários e, por fim, compara esse movimento com o do Escola sem Partido. No sexto capítulo, a tese analisa as seis categorias de motivos, argumentos e estratégias jurídicas identificadas. A sétima parte avança sobre as estratégias jurídicas das famílias, com a análise da Repercussão Geral n. 822 do Supremo Tribunal Federal, pondo fim à discussão no Poder Judiciário. Quanto ao Poder Legislativo, no âmbito do Congresso Nacional, o estudo se dá no Projeto de Lei Federal n. 3179/2012. Ainda compôs o exame as iniciativas do Distrito Federal (Lei 6.759/2020) e dos Estados do Paraná (Lei 20.739/2021), Rio Grande do Sul (PL 170/2019), Santa Catarina (PLC 003/2019) e São Paulo (PL 707/2019). No âmbito municipal, a apreciação deteve-se a Manaus (PL 64/2021), Vitória (Lei 9.562/2019), Belo Horizonte (PL 56/2021), Porto Alegre (PL 001/2021) e Sorocaba (PLO 031/2021). No oitavo capítulo, diante da construção teórica e investigativa construída, a tese desenvolve uma análise crítica dos motivos, argumentos e estratégias jurídicas apresentados pelas famílias para a utilização e a legitimação do homeschooling. Por fim, chega-se à conclusão da tese de que as famílias brasileiras defendem ou aderem ao homeschooling por um posicionamento político conservador, evidenciados na interpretação de suas falas e experiências, utilizadas para a construção e embasamento dos motivos e argumentos para sua legitimação. Para galgar tal objetivo, utilizam as estratégias jurídicas disponíveis, com iniciativas no Poder Judiciário e no Poder Legislativo, no âmbito Federal, Estadual e Municipal. / [en] The aim of this thesis is to identify and analyze the reasons, arguments and legal strategies used by families to legitimize the adoption of home-schooling in Brazil. The investigation, by using the bibliographical research method, located eleven empirical academic works, elaborated by nine researchers, between the years of 2012 to 2022. Through the interpretation of the text of the selected documents, the thesis identified five categories of reasons and arguments for the adherence of Brazilian families to this teaching method: ideological; socialization; well-being; pedagogical; religious and moral values. The Law, sixth category, is understood as a strategy for legalization, by the Judiciary Power or by the Legislative Power, for the exercise of home education. For the construction of the text, in addition to the introduction and conclusion, chapters one and nine, respectively, another seven were built. Chapter two presents the philosophical bases of the political theories adopted to examine the object of the thesis, based on the typology presented by Will Kymlicka, and encompasses liberalism and its egalitarian side, libertarianism, conservatism and communitarianism. In chapter three, there is an overview of the right to education in the country, its provision as a public service, the national organization and the legislative competence of the Federal Entities. The fourth topic is dedicated to a necessary conceptualization and distinction between homeschooling, unschooling and deschooling. The fifth section presents the history of home education in Brazil, from the 19th century to its current configuration. Based on empirical works, it draws up the socioeconomic profile of users and, finally, compares this movement with that of Escola sem Partido. In the sixth chapter, the thesis analyzes the six categories of motives, arguments and legal strategies identified. The seventh part advances on the legal strategies of families, with the analysis of General Repercussion 822 of the Federal Supreme Court, putting an end to the discussion in the Judiciary. As for the Legislative Power, within the scope of the National Congress, the study takes place in the Federal Law Project 3179/2012. The examination also included the initiatives of the Federal District (Law 6,759/2020) and the States of Paraná (Law 20,739/2021), Rio Grande do Sul (PL 170/2019), Santa Catarina (PLC 003/2019) and São Paulo (PL 707/2019). At the municipal level, the assessment was limited to Manaus (PL 64/2021), Vitória (Law 9.562/2019), Belo Horizonte (PL 56/2021), Porto Alegre (PL 001/2021) and Sorocaba (PLO 031/2021). In the eighth chapter, in view of the theoretical and investigative construction built, the thesis develops a critical analysis of the reasons, arguments and legal strategies presented by families for the use and legitimation of homeschooling. Finally, the conclusion of the thesis is reached that Brazilian families defend or adhere to homeschooling due to a conservative political position, evidenced in the interpretation of their speeches and experiences, used for the construction and foundation of the reasons and arguments for its legitimation. To achieve this objective, they use availablelegal strategies, with initiatives in the Judiciary and Legislative Powers, at the Federal, State and Municipal levels.